CiSELT Module 5.2: Classroom Dynamics

• Assemble the contents of your envelope

• How does the puzzle represent a metaphor for teamwork?

• Each piece is a different shape but fits with the others;

the whole is better than the individual pieces;

there are boundaries

Introduction

By the end of this workshop you will be able to:

• define a group and the concept of group dynamics

• identify the main characteristics of an effective group and the roles in a group setting

• reflect on different patterns of classroom interaction and seating patterns

• identify teacher’s and learners’ responsibilities in each of the different stages in group development

• evaluate different types of group activities and their effectiveness in promoting effective group dynamics

• develop ways of involving learners in creating (and owning) classroom norms (class contract).

Learning Outcomes

1. What is a group?

• Collection of individuals who have regular contact and frequent interaction, mutual influence, common feeling of camaraderie, and who work together to achieve a common set of goals.

(www.businessdictionary.com/definition/group.html)

• A number of individuals assembled together or having some unifying relationship.

(www.merriam-webster.com/netdict/group)

Group Dynamics: Definitions

2. Now look at the following definition of group dynamics

Group dynamics refer to the relationships between learners in a group and the impact that this has on the way they work.

(www.teachingenglish.org.uk/think/knowledge-wiki/group-dynamics)

Group Dynamics: Definitions

What makes and effective group?

Use these ideas to help you:

• purpose• climate• participation• conflict• roles• communication

Group Dynamics

1. When I notice some group members sidetracked into conversations not related to the task I set up, how do I react? How can I prevent this?

• Allow for a little bit of small talk at the beginning – this is not necessarily a disruptive thing, and may make group members feel more relaxed.

• Have a clearly structured task, with a defined outcome. • Appoint someone in the group to be the facilitator.

Group Dynamics: Activity 1.2

2. When conflicts appear in my classroom, how do I help resolve them? How can I prevent them?

• Remind learners that differences of opinion are natural, and can actually help with the task; ‘Agree to disagree’.

• It’s helpful to have class norms or group contract, where everyone’s agreed on rules, e.g. no personal attacks; if you dislike an idea, you need to explain why, not just reject it.

• Get learners to explain how conflicts can be useful.

Group Dynamics: Activity 1.2

3. After a conflict, how can I re-establish a positive atmosphere and good dynamics?

• Remind learners that conflicts are a normal stage in group work. • Don’t ignore the problem, talk about it.

Group Dynamics: Activity 1.2

4. When I set up group work, how do I ensure equal participation of all group members?

• Appoint someone to be the observer. • Re-examine the relevance of the topic/task. • Establish what group members have in common.

Group Dynamics: Activity 1.2

5. When I notice that some learners are not pulling their weight, what do I do?

• Intervene if this persists. • Remember to ask why, without immediately assuming the worst.• The person may be experiencing personal problems. Ask her/him

about this in private.

Group Dynamics: Activity 1.2

Groups: Discuss the following points

• How successful do you feel group work is in your classroom?

• What effect does a mixed ability class have on group tasks?

• Which are the advantages/disadvantages of mixed ability groups & similar ability groups

2. Patterns of Interaction

2.1 Classroom Activities

2.2 Seating Arrangements

2. Patterns of Interaction

Feedback

• The dynamics of the team change when you change a team. So one has to go through each phase once again, which causes a decrease in productivity. It’s something to be aware of when groups change.

• Limitations of the model: The model was designed to describe stages in small groups. In reality, group processes may not be as linear as Tuckman describes them, but rather cyclical.

• Characteristics for each stage are not set in stone, and as the model deals with human behaviour, it is sometimes unclear when a team has moved from one stage to another. There may be overlap between the stages.

3. Stages of group development

• The model does not take account of the individual roles that team members will have to undertake.

• There is no guidance on the timeframe for moving from one stage to another.

• This is a subjective, as opposed to an objective, model.

From: www.kvaes.be/social/forming-storming-norming-performing/

3. Stages of Group Development

• Language focus• describing people• simple speculation• modal verbs

4.1: People, Rooms & Lives

• Group focus• establishing team identity

4.2: Department XYZ

• Language focus• revision of lexis• paraphrasing• circumlocution

4.3: Hot Seat

• Learning Styles• Fluency

4.4: Senses

• Activity for grouping• Language focus• giving opinions• providing reasons

4.5: The 4 walls

• Warmer• Language focus• pronunciation

4.6: Funny dialogue

• Brainstorm the different roles you have identified in your classrooms

• Look at the roles your group has been given and answer the questions:

• In what ways are these roles potentially destructive for a group?• What options do you have for reacting to them?• How do you deal with them?• Are there any roles that promote interaction?

5. Roles and Challengers

• What is a group contract?

• Who decides on the content?

• When is the best time to draw one up?

• What would it contain?

6. Class Contracts

• Possible statements:

• I agree to……• contribute actively• listen to my classmates• help my colleagues• ask for help• do my share of the workload• respect my teammates• ….• ….

6. Class Contracts

• May also include:

• arriving late / unprepared for class

• dealing with disagreements

• appropriate classroom language

• expectations from learners / teacher

• rules for interrupting

• it’s OK to make mistakes

• …

• ….

6. Class Contracts

Any Questions?